Transcript Teaching and Learning Elementary

Teaching and Learning
Elementary
1.21.14
Dean Ave. Conference Room
Today’s Agenda
Time Frame
Agenda Item
Area of Focus
Presenter
8:30-8:35am
Welcome and Overview of Agenda
8:35-8:45am
Update on our Progress:
Data-Driven Decision Making
Carlyn Cox
8:45-10:45am
Moving Forward with Data Teams
Data-Driven Decision Making
Carlyn Cox & Liz
Griesel
10:45-11:00am
Looking Ahead to 2014…
 Standards Referenced Grading
Data-Driven Decision Making
Carlyn Cox
11:00-11:40am
Math Updates:
Effective Instructional
Practices
Anna Taggart &
Christi Donald
11:40-12:00pm
Scholastic Updates
Data-Driven Decision Making
J Starr
12:00-12:15pm
Updates:
Collaborative Structures
Carlyn Cox
12:15-12:30pm
Gifted & Talented Survey
Data-Driven Decision Making
Mary Grinstead
Carlyn Cox
PROGRESS
UPDATE
Goal #1: District PLCs
90% of teachers indicate satisfaction with the
quality of District PLCs as measured by the
teacher feedback survey administered three
times throughout the year (Oct, Feb, May).
How satisfied are you with the PLC
sessions?
Very Dissatisfied
7%
Dissatisfied
15%
Neutral
22%
Very Satisfied
20%
Satisfied
36%
Goal #2: Support to Schools
At least 50% of coordinators’ time will be devoted
to direct support for teachers and leaders as
monitored by personal time analyses conducted
three times throughout the year.
65% of elementary coordinators’ time has
been spent providing direct support to
teachers and school leaders.
TEACHER
INDUCTION
PROGRAM SURVEY
On average, my mentor and I meet…
3.0% 4.1%
weekly
18.8%
74.1%
every two weeks
monthly or less often
never
Working with
English language
learners and/or…
Collaborating with
families to support
student learning
Analyzing student
performance data
Lesson planning
Emotional support
54.0%
Classroom
management
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Accessing materials
or resources
When I meet face-to-face with my mentor,
our work MOST often focuses on…
58.7%
46.6%
35.4%
27.0%
15.9%
1.6%
My mentor and I have developed a
trusting, confidential relationship.
2.1%
1.1%
2.6%
Strongly agree
Agree
33.9%
60.3%
Disagree
Strongly disagree
Does not apply
My work with my mentor influences my
teaching practice.
3.2%
2.1%
4.8%
Strongly agree
Agree
39.7%
50.3%
Disagree
Strongly disagree
Does not apply
My mentor meets my needs as a growing
professional.
3.7%
2.1%
5.3%
Strongly agree
Agree
41.8%
47.1%
Disagree
Strongly disagree
Does not apply
Mid-Year Mentor Meetings
• Your mentors will be contacting you to set up
a brief mid-year meeting to discuss:
– Your school goals for the 2nd semester
– Specific areas where you’d like your 1st year
teachers to focus
– Any questions you have about our mentoring
program
MOVING FORWARD
WITH DATA TEAMS
Essential Beliefs
• Creation of CFAs is not the same as the
creation of a formal test.
• Teacher-created assessments drive instruction.
• Assessments should mirror instruction.
• Teachers build a greater understanding of the
standards through collaborative conversations
(teamwork).
Celebrations from December 3rd
• We had 50 Teachers, Instructional Coaches and
Building Principals attend.
• “I wanted you to know how valuable I found our session yesterday at
the Botanical Center. Really digging into the standards and having
qualities discussions about assessments helped change my way of
thinking and teaching! ~DMPS 4th grade teacher
• “I am very appreciative of our ability to have one teacher per grade
attend yesterday's meeting. All staff following the meeting spoke
about how worthwhile the meeting was in allowing them to think
differently about the process – a notable accomplishment.This
provided unique leverage moving forward. I wish I could have every
classroom teacher have the same experience.” ~DMPS Principal
Products from Dec. 3rd
Goals for Moving Forward with
Data Teams (April 2013)
• Ensure that teams have assessments that
support instructional decision making in both
literacy & math.
– “This teacher-created assessment may consist of entirely original items, or of
items available through sources like online databases and ancillary materials, or
of a combination of original and non-original items. However, it's critical that the
team agrees that the items on the assessment accurately measure the
"unwrapped" standards.” ~ Peery, pg. 22
• Implement a data analysis process to ensure that
we are modifying instructional practices based
on student needs.
STEP 1: FOCUSING OUR
INSTRUCTION
Goal for Step #1: Focusing our Instruction
Promote teacher conversation & understanding
of the grade-level standards:
– What does the standard expect of students?
– How do the different standards fit together?
– What does this standard look like at previous or future
grade levels?
Great resource to promote this conversation:
Explaining the Process
What it is…
•
•
Discussing how the
standards are connected
throughout the unit.
Defining Learner
Outcomes that we will
work towards
throughout the unit.
What it is not…
•
Selecting 1 “I Can” from
each standard.
•
Creating 1 big “I Can”
statement for each
standard.
•
Selecting 1 or 2 Standards
to work on (i.e. bold)
Analyzing Step 1
• Read through the transcript of Step 1.
• Put a #1 next to areas where you see the team
discussing what the standard expects of students.
• Put a #2 next to areas where you see the team
discussing how the standards are connected.
• Put a #3 next to areas where you see the team
discussing what the standard looks like at
previous or future grade levels.
Analyzing Step 1
• Review the transcript for a 2nd time.
• What prompts did the coach use to facilitate
the conversation around our 3 goals?
STEP 2: DESIGNING A CFA
We’ve got our “Focused I Can
Statements”… Now what?
Assessment is a direct, logical step in the
instructional process that is necessary to
ensure that students achieve the outcomes
our learner objectives describe.
~ Anne Reeves (Where Great Teaching Begins – pg. 111)
The Best Value in Formative Assessment
by Stephen Chappuis and Jan Chappuis
The Bottom Line: Ready-made benchmark
tests cannot substitute for day-to-day
formative assessment conducted by
assessment-literate teachers.
Goals for Step 2: Create the Pre/Post
Common Formative Assessment
• Assessment items directly aligned to prioritized I Can
Statements.
• Assessment items are designed to highlight the strengths
and needs of students.
• Assessment passages are grade level text.
• Assessment length is reasonable.
Resources to Support:
– Journeys passages (practice book, projectable, unit assessments)
– Read Works Website
– District provided options
Assessment items directly align to
prioritized I Can Statements.
• Go back and read through I can statements to
check questions for alignment
• “For Teacher Use” section can help
desegregate data by the I can statements
• Team should agree upon proficient answers
together
Assessment items are designed to highlight the
strengths and needs of students.
• Could incorporate a pre-requisite skill if we
know they will not understand the question
• What do we need to know in order to
effectively enter into instruction?
• Students should take pre-test and post-test
–If pre-test is different, modify question as 0 so that
data reflects the growth
• Use the same language, organizers, sentences
frames as instruction
Assessment passages are grade level text.
• Keep it at the rigor level you set your I can
statements.
• If already progress-monitoring because they
are 2+ years below, know that the CFA will
not give you very much data.
Assessment length is reasonable.
• One fiction passage. One non-fiction passage.
• Could be just 4-5 questions and graphic
organizer
• Less than 30 minutes to complete
Resources
Resources to Support:
– Journeys passages (practice book, projectable, unit
assessments)
– Read Works Website
– District provided options
Visualize:
What will student success look like?
• What can the student do to show me that they
have achieved the objective?
–What can this student say, write or create?
–What questions can be answered?
–What tasks can be performed?
• Given the kind of thinking the objective describes,
how can the student prove that they are doing
that thinking?
~ Anne Reeves (Where Great Teaching Begins – pg. 111-112)
Think Aloud:The What & How
Think Aloud:The Passage
• Journeys
• ReadWorks.org
• District Options
Think Aloud:The Organizer
• Journeys
• Common Core Book
• Other Resources
Think Aloud:The Answers
• Team agreed upon proficient answers
• Might help revise to have clearer questions
Think Aloud: Website Resources
• CFA
Resources
page for
grades 2-5
• Passages
• Question
Stems
Think Aloud: Format of Questions
• What do we need to know in order to
effectively enter into instruction?
Think Aloud: Back to I cans
• Check for I can statement alignment
• Desegregate data
ANALYZING THE
EFFECTIVENESS OF
OUR DATA TEAMS
Things to Listen for in your Data Teams…
Step 1:
– team discussing what the standard expects of students
– team discussing how the standards are connected
– team discussing what the standard looks like at previous or
future grade levels
Step 2:
– team discussing what students will do to show they “CAN” do
what we’ve articulated
– team discussing what instruction will look like (i.e. graphic
organizers, language frames, anchor charts)
– team discussing how they want students to answer each
question – what is proficient?
Action Planning for Next Steps
• Where is our understanding of the goals for
Steps 1-2 in the Data Team process?
• What teams would benefit from the
opportunity to script and analyze their Data
Team conversation?
• How might we collect this data?
• What will be our next steps?
LOOKING
AHEAD TO 2014…
Standards Reference Grading
Timeline & Action Plan
• Spring 2014: Collect names of interested individuals
to serve on a 2014-2015 Task force
• Fall 2014: Convene a Task Force to:
– Prepare parent and community communications regarding
rationale and process.
– Prepare a reporting structure using Grade Level CC Standards
– Define the “Body of Evidence” for each grade level in regards to
our CC Standards
– Identify support and professional development structure
• Fall 2015: Roll-out of new reporting structure K-5
What will be necessary to move forward
with Standards Reference Grading?
• A collaboration structure for scoring of
our “body of evidence” (Data Teams)
• Common Assessments that can be used in
our “body of evidence” (Data Teams – Step 2)
• Strong teacher knowledge of the Iowa
Common Core Standards and what
proficiency looks like (Data Teams – Step 1)
MATH UPDATES
Elementary Math Materials Upgrade
Houghton Mifflin Go Math! (©2015)
Comprehensive Mathematics
Program
Elementary Math Materials Upgrade
Go Math! ORGANIZATION: Iowa Core
Critical Areas
Domain
Standard
Elementary Math Materials Upgrade
Go Math! ORGANIZATION: Iowa Core
Critical Area
Domains
Standards
Elementary Math Materials Upgrade
Go Math! ORGANIZATION: Practice Standards
Elementary Math Materials Upgrade
Go Math! BALANCED MATH
Go Math lessons are designed for 45 – 60 minutes of instructional time.
• We will continue to implement Daily Math Review and Mental Math into our
daily math block.
• Go Math presents a balance between conceptual understanding, application
and procedural skill and fluency when called for in the Iowa Core.
Elementary Math Materials Upgrade
Go Math! PROBLEM SOLVING
Students will be PROBLEM SOLVING daily with Go Math.
Elementary Math Materials Upgrade
Go Math! GRADUAL RELEASE
Daily lessons are set up to support whole group, small group, and intervention.
Application
Whole Group
Small Group Instruction
Guided Practice +
Formative Assessment
Elementary Math Materials Upgrade
Go Math! TECHNOLOGY
Go Math lessons are rich with technology.
The 2015 copyright will include new technology…
Interactive Whiteboard Lessons
Math On The Spot Videos
Mega Math
Animated Math Models
iTools
Personalized Math Trainer Program
Interactive Student Edition
Go Math App
Elementary Math Materials Upgrade
More Information Coming Soon…
The Teaching and Learning in February will be dedicated to
the implementation plan for Go Math.
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Designing your Instructional Day
Professional Development Plan
Data Teams and Assessment Plan
Summer Training
Materials Delivery
Grade Level Planning and Curriculum Guides
The remainder of District Math PLC Meetings this year
will be dedicated to orientation of Go Math.
District PLC Update
• Focus on Math Practice Standards and continuing to grow
the teachers’ capacities to teach math through problem
solving.
• Science and Social Studies Units and Available Resources
• Opportunities to collaborate, discuss, and share ideas.
• Feedback has been positive and constructive.
Elementary Math:
Feedback from December 3rd
Feedback: Why are we no longer being trained in CGI and
instead focusing on the Math Practice Standards?
• Based on the requirements of the Iowa Core – we are moving forward with
professional development with the Mathematical Practice Standards which
correlates well with the practices of CGI.
• Our district supports all who have been trained and continue to implement
the practices of CGI.
• In the past, our district was awarded a grant to help train teachers in CGI.
Unfortunately, the funding is no longer available.
• 1,000 elementary teachers in DMPS have various levels of understanding of
CGI ranging from zero to deep implementation.
• If you are interested in beginning or continuing training in CGI – please
check the AEA summer course offerings.
DMPS MIDDLE SCHOOL MATH
PROGRAM
Christi Donald
Secondary Mathematics Curriculum Coordinator
Middle School Math Task Force
Christi Donald –Sec. Math Curriculum Coordinator
Debra Mishak – Gifted and Talented
Noelle Tichy – Director of T&L Sec.
Anna Taggart – Elem. Math Curriculum Coordinator
Alex Hanna – Principal at Merrill
Cheryl Modlin – SIL at Callanan
Thomas Hoffman – Principal at Brody
Zac Christensen – Math Coach at Perkins
Tony Voss – GT Consultant
Ryan Baumgartel – GT Consultant
DMPS Middle School Math Program
Timeline and Resources
Date
Communication Plan
January
• Elementary T & L – Share plan and logistics
• Secondary T & L – Share plan and logistics
• Middle School District PLC – Share plan and logistics with teachers
February
• 5th Grade District PLCs – Share plan, logistics, and resources with
teachers
• Resources sent out through CIA eBlast
• Information emailed to all middle school math teachers through
monthly Math eBlast
• Brochures sent to each elementary building
Feb/March
• Brochures handed out at Spring Conferences
• Letter sent home with all 5th Graders
• Teachers share information with students
April/May
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June
• Data collected and sent to middle schools
Iowa Assessments
SMI – Due 5/16/14
DMPS 5th Grade Math Assessment – Due 5/23/14
Teacher Recommendation – Due 5/23/14
SCHOLASTIC
UPDATES
SRI & SMI testing
• The deadline for SRI & SMI testing is January
31st. Please be sure to have testing completed
at this time.
• We have scheduled upgrades and updates to
the system for the first week in February. It is
very important to have testing completed to
not experience a loss in services during that
time.
SRI & SMI reports
• Many of us will be looking for “Growth”
reports in the coming weeks. Please be
mindful of the following:
– Growth data requires 2 or more tests during the
time period selected.
– Your time period window can be manipulated to
see data from specific dates.
SRI & SMI reminders
• The data ranges for the SRI and SMI reports
are end of the year ranges.
• Your default dates for data reports are this
school year. If you want further data, you may
change the date ranges.
• Your data is only as consistent as IC. If you
are looking at data within SAM, it is up to date
as of midnight.
Common Issues
• Many have received emails regarding multiple
students with the same user ID.
– This is how the system is supposed to work.
– It reflects a change in the IC data over a course of
time. (Name change, spelling, etc…)
Common Issues
• Fastt Math notifications can be received
weekly to monitor use of the software at a
building level.
– If you do not desire these emails, you can change
the notification settings within SAM or your
dashboard.
– These notifications reflect the usage for the past
week. They can be cross-referenced with student or
class specific reports.
SAM Information
• Please remember that there is a complete
training module dedicated to SAM (SRI, SMI,
Fastt Math, Fraction Nation) on the KITE
project.
• This is available at any time for any staff
member.
UPDATES
SUMMER 2014
PROFESSIONAL
DEVELOPMENT
Handout
Literacy Feedback
February T & L Meeting
Our February Teaching & Learning meeting will be
dedicated to the Math Materials upgrade and
corresponding technology integration plan.
We hope to be able to share with you:
–Timeline
–Critical Success Factors for Implementation
–Aligned Assessment Plan
–Professional Development / Support Structures
GIFTED AND TALENTED
PROGRAM EVALUATION
Principal Survey
Process Evaluation
• Are the gifted and talented structures in place
effective?
• Purpose:
–Align gifted and talented programming to district
curriculum/initiatives
–Improve gifted and talented services to schools
and students
Data
• Document review (identification process,
activities offered)
• GT consultant activity logs
–Traveling, administrative tasks, direct services to
schools and students
–What type of services are being provided?
• Principal survey
Survey
• www.surveymonkey.com/s/dmpsgt
Next Steps
• Compile information this spring
• Present findings to administration
• Implement changes (timeline will depend on
findings)